Abstract:
Universities have been shifting the pedagogical paradigm from rote learning towards generating lifelong
learning. This new pedagogic paradigm emphasises the empowerment of students and encourage them to
take control of their own learning. The students become the learner and the teacher becomes the coach.
The teacher centred university becomes a learner centred education environment. Teaching is transformed
in to the design and management of learning experiences. (Duderstadt 1997-98).
The new paradigm is more concerned with the learner and the learning than the teacher and the teaching.
Teaching is no more lecturing and leading tutorials, but directing the learners to develop their knowledge
through providing rich learning experiences. These learning experiences will be provided through new
teaching/learning methods like resource-based learning, problem-based learning and activity-based
learning. The ability of the learner to learn by interacting with the learning resources is the key factor of
this paradigm shift. Students will be responsible for their own learning and they will spend more and
more time away from the formal classroom, attempting to engage in self directed learning activities. In
this context many countries have re-defined the role of the university librarians to stress the teaching role
